Effectiveness of the Group Investigation (GI) learning model to increase collaboration skills and science literacy of junior high school students
DOI:
https://doi.org/10.20961/1pnf1062Keywords:
Collaboration skills, Group Investigation (GI), Science literacyAbstract
Students' low levels of collaboration skills and scientific literacy pose challenges in science learning at the junior high school level. Science instruction in Indonesia tends to rely on lectures and minimal practical work. This study aims to analyze the effect of the Group Investigation (GI) learning model on the collaboration skills and scientific literacy of junior high school students. The study used a quasi-experimental method with a nonequivalent control group design, involving eighth grade students of junior high school in Gondangrejo in the 2024/2025 academic year. The research instruments included a GI syntax observation sheet, a collaboration skills observation sheet, and a written science literacy test. The results showed that the application of GI syntax was in the very good category (average 95.5%). The Independent Sample T-Test showed a significance value <0.05, which means the GI model has a significant effect on collaboration skills (sig. 0.000) and students' scientific literacy (sig. 0.024). These findings indicate that the GI model is effective in science learning to improve students' collaboration skills and scientific literacy.
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